Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN CRAFTS AND DESIGN, ARTISAN 2009 Study Programme/Specialisation in Handicraft Design and Production Study Programme/Specialisation in Environmental Design and Construction Regulation 25/011/2009 Publications 2011:8 © Finnish National Board of Education Publications 2011:8 ISBN 978-952-13-4859-4 (pdf) Translation (Chapters 1.1, 1.2, 4, 9): Lingoneer Oy Layout: Layout Studio Oy/Marke Eteläaho www.oph.fi/english REGULATION 11 June 2009 25/011/2009 Period of validity: effective 1 Aug 2009 until further notice Vocational upper secondary education and training providers Qualification committees in the field Acts on which the issuing of the Regulation is based: Act 630/1998, Section 13 (2) Decree 811/1998, Section 10 (12) Act 631/1998 13, Section (2) Repeals National Board of Education Regulations 12.2.2001 no. 6/011/2001 and for this qualification Regulations 1.8.2001 no. 42/011/2001 19.6.2002 no. 34/011/2002 27.8.2004 no. 28/011/2004 30.9.2005 no. 32/011/2005 13.2.2007 no. 5/011/2007 REQUIREMENTS FOR VOCATIONAL QUALIFICATIONS Amends National Board of Education Regulation Vocational Qualification in Crafts And Design – The Finnish National Board of Education has rendered its decision regarding the qualification requirements (national core curriculum and competence-based qualification principles) of the Vocational Qualification in Crafts And Design in accordance with the annexe. The Regulation must be observed in all upper secondary education and training (curriculum-based education and training) and competence-based qualifications started after 1 August 2009. All education and training and competence-based qualifications that have started prior to the entry of this Regulation into force may be completed in accordance with Regulations12.2.2001 no. 6/011/2001 by 31 July 2019, unless otherwise stipulated in other statutes and Regulations. In curriculum-based education and training, the education provider must draw up and approve a curriculum in compliance with the terms stipulated in these qualification requirements. In providing education and training leading to a competence-based qualification, the education provider determines the educational content and provision in accordance with the qualification requirements. An opportunity to complete a competence-based qualification must be provided to all candidates. The education provider, qualification provider and qualification committee shall comply with the terms stipulated in this Regulation and shall not deviate in any way from it. Director General Timo Lankinen Counsellor of Education Marja Hollo ANNEXE Vocational Qualification in Crafts And Design Contents IntRoDUCtIon 7 1 oBJeCtIVes AnD stRUCtURe oF tHe VoCA tIonAL QUALIFICAtIon In CRAFts AnD DesIGn, ARtIsAn 8 1.1 objectives of the vocational qualification in crafts and design 8 1.2 the structure of the vocational qualification in crafts and design 10 1.3 Key competences for lifelong learning 13 1.4 eligibility for further studies 15 2 IMPLeMentAtIon oF nAtIonAL ReQUIReMents In CURRICULUM-BAseD VoCAtIonAL eDUCAtIon AnD tRAInInG 16 2.1 Design and contents of the curriculum 16 2.1.1 Common part of the curriculum 17 2.1.2 Qualification specific part of the curriculum 17 2.1.3 Individual study plan 18 3 CoMPLetInG A VoCAtIonAL QUALIFICAtIon As A CoMPetenCe-BAseD QUALIFICAtIon 19 3.1 General on competence-based qualification system 19 3.2 Arranging competence-based qualifications 19 3.3 Completing a competence-based qualification 20 3.4 Requirements of competence-based qualifications 20 3.5 Individualisation in competence-based qualifications 21 3.6 Assessment of vocational skills in a competence-based qualification 21 3.7 Certificates 22 3.8 Preparatory training for competence-based qualifications 23 4 VoCAtIonAL MoDULes, VoCAtIonAL sKILLs ReQUIReMents AnD AssessMent oF tHe VoCAtIonAL QUALIFICAtIon In CRAFts AnD DesIGn 24 4.1 Compulsory modules for all 24 4.1.1 Customer-oriented production 24 4.1.2 Culture-oriented production 27 4.2 study programme or specialisation in handicraft design and production 31 4.2.1 Product planning 31 4.2.2 Product manufacture 34 4.3 study programme or specialisation in environmental design and construction 38 4.3.1 Planning the work process 38 4.3.2 Providing a service 43 4.4 optional modules for all 46 4.4.1 Customer service and business 46 4.4.2 Applying culture in crafts 49 4.4.3 Guidance activities 52 4.4.4 Productising a service 55 4 4.4.5 Decoration 58 4.4.6 Styling 62 4.4.7 Handicrafts 64 4.4.8 Manufacturing a customised product 67 4.4.9 Product development 70 4.4.10 Manufacturing a handicraft product 74 4.4.11 Modules from vocational upper secondary qualifications 77 4.4.12 Module from further vocational qualifications 77 4.4.13 Module from specialist vocational qualifications 78 4.4.14 Locally offered modules in crafts and design 79 4.5 other optional modules in vocational upper secondary education and training 79 4.5.1 Entrepreneurship 79 4.5.2 Workplace Instructor Training 84 4.5.3 In-depth and enhancing vocational modules 87 4.5.4 Core subjects 87 4.5.5 General upper secondary studies 87 4.6 Modules providing individual in-depth vocational competence (modules that expand the scope of a vocational upper secondary qualification) 88 4.6.1 Business Operations 88 4.6.2 Modules from vocational qualifications (vocational upper secondary qualifications, further qualifications and specialist vocational qualifications) 92 4.6.3 Locally offered modules providing in-depth vocational competence in curriculum-based vocational education and training 94 4.7 Final Project in curriculum-based vocational education and training 94 5 tHe oBJeCtIVes AnD AssessMent oF CoRe sUBJeCts In VoCA tIonAL CURRICULUM-BAseD eDUCAtIon AnD tRAInInG 95 5.1 Compulsory modules 95 5.1.1 Mother tongue 95 5.1.1.1 Mother tongue, Finnish 95 5.1.1.2 Mother tongue, Swedish 98 5.1.1.3 Mother tongue, Saami 98 5.1.1.4 Mother tongue, sign language 100 5.1.1.5 Mother tongue, one’s own mother tongue for foreign language users 103 5.1.1.6 Mother tongue, Finnish as a second language 105 5.1.1.7 Mother tongue, Swedish as a second language 107 5.1.1.8 Mother tongue, Finnish or Swedish for sign language users 108 5.1.1.9 Mother tongue, Romany 110 5.1.2 Second national language 111 5.1.2.1 Second national language, Swedish 111 5.1.2.2 Second national language, Finnish 113 5.1.3 Foreign language 115 5.1.3.1 Foreign language, A language 115 5.1.3.2 Foreign language, B language 117 5.1.4 Mathematics 119 5.1.5 Physics and chemistry 121 5.1.6 Social, business and labour-market subjects 123 5.1.7 Physical education 125 5.1.8 Health education 126 5.1.9 Arts and culture 128 5 5.2 optional modules 130 5.2.1 Optional additional modules to compulsory core subjects 130 5.2.2 Environmental studies 130 5.2.3 Information and communications technology 132 5.2.4 Ethics 134 5.2.5 Cultural knowledge 136 5.2.6 Psychology 138 5.2.7 Entrepreneurship, 140 6 FRee CHoICe MoDULes In CURRICULUM-BAseD VoCA tIonAL eDUCAtIon AnD tRAInInG 143 7 stUDent AssessMent In CURRICULUM-BAseD VoCAtIonAL eDUCAtIon AnD tRAInInG 144 7.1 tasks and objectives of assessment 144 7.2 Informing about assessment 144 7.3 Recognition and validation of a student’s prior learning 145 7.4 Assessment of learning and competence 147 7.5 Deciding on the grade 149 7.6 storing assessment material 150 7.7 Reassessment and improving the grade 150 7.8 Rectification of assessment 150 7.9 Certificates 150 7.10 Assessment in special education 154 7.11 Assessing immigrant students and those representing different languages and cultures 155 8 otHeR ReGULAtIons In CURRICULUM-BAseD VoCAtIonAL eDUCAtIon AnD tRAInInG 157 8.1 Guidance and counselling and personal study plan 157 8.2 on-the-job learning and working safety 159 8.3 Vocational special education 160 8.4 teaching immigrants and representatives of different language and cultural groups 162 8.5 Apprenticeship training 165 8.6 Cooperation between home and educational institution 166 8.7 student welfare services 166 9 APPenDIX 168 9.1 Description and value basis of the crafts and design sector 168 9.2 Qualification specific health requirements in vocational upper secondary education and training 170 9.3 Vocational skills requirements, targets of assessment and general assessment criteria 171 6 IntRoDUCtIon A vocational qualification can be completed both as a curriculum or competence- based qualification. The requirements of a vocational qualification include both the requirements of the upper secondary vocational qualification and the requirements of a competence-based qualification and therefore their terminology has been made more uniform. The requirements of a vocational qualification is a regulation and it guides the providers of both curriculum-based training as well as competence- based qualifications, and the electronic version of the qualification requirements document allows one to distinguish, when necessary, the sections that relate to vo- cational upper secondary education and training (curriculum-based training) and competence-based training. Chapters 1 and 4 together with the parts describing the vocational field and the value basis in Chapter 9 are common. Chapters 2, 5, 6, 7 and 8 only concern vocational qualifications completed in vocational upper second- ary education and training and Chapter 3 those completed as competence-based qualifications. The term module of a qualification compares with the term of study entity used earlier in curriculum-based training. A qualification consists of vocational study modules and in vocational upper secondary education and training also of core subjects and free choice modules. Additional modules can be included in a qualification when that is necessary in view of working life sector specific or local vocational requirements or the need for in-depth professional skills of the would-be qualification holder. The requirements of a vocational qualification state the objectives set for the qualification and study programme or specialisation, structure of qualification, module specific skills requirements or objectives, targets of assessment and assess- ment criteria for core subjects as well as the ways of demonstrating vocational skills in the case of vocational study modules. These requirements also include other pro- visions concerning vocational upper secondary education and training as well as competence-based qualifications. The requirements of vocational qualification modules and the objectives of core subjects have been defined as learning outcomes (knowledge, skills, compe- tence). This forms the basis for describing the targets of assessment through master- ing the work process, work method, equipment and material as well as underpin- ning knowledge and the key competences for lifelong learning. An education provider approves a curriculum for upper secondary vocational education and training based on the qualification requirements. When arranging preparatory training for competence-based qualifications, the provider decides its contents and how to arrange it in compliance with the qualification requirements. 7 1 oBJeCtIVes AnD stRUCtURe oF tHe VoCAtIonAL QUALIFICAtIon In CRAFts AnD DesIGn, ARtIsAn 1.1 oBJeCtIVes oF tHe VoCAtIonAL QUALIFICAtIon In CRAFts AnD DesIGn An artisan, who has taken an upper secondary qualification in crafts and design has wide vocational basic skills to work in different tasks in the field as well as to pursue further studies. In addition he/she has such added competence and vocational skills required in working life in one sectors of the qualification that a qualification holder can find employment, succeed in the vocational field also in changing circumstances and develop his/her vocational skills. An upper secondary vocational qualification covers vocational fields derived from working, business and cultural life, which dif- fer from one another in material and/or special competence. Education providers decide on the vocational fields, which include e.g. restoration, ceramics, book bind- ing, stone, gold smith, glass, set construction, metal, gun smith, wood, restoration, Sami handicrafts, interior, instrument construction, textile, clothing, boat building and upholstery sectors An artisan has versatile vocational skills and he/she knows how to apply the skills and knowledge acquired in varying working life situations and to see his/her own work as part the environment and larger work entities. He/She is able to take the duties of other professionals into consideration in his/her work. An artisan is reliable, quality conscious, spontaneous, customer service and cooperation oriented and understands aesthetics. He/She works according to the legislation and regula- tions in force in the field. An artisan has the basic entrepreneurial skills and works observing the principles of sustainable and healthy business activity. He/She takes the objectives of cultural, social, economic and ecological sustainable development into consideration. An artisan can plan his/her work, as well as read and make plans related to the vocational field. He/She is able to make calculations on material consumption, labour time and expected costs and assess his/her own work. An artisan observes and maintains safe working methods and ways of working together with an industrial safety culture that comprises activities directed towards improved working safety, health and working condition and which appreciates the correct attitude. An artisan knows how to use the IT needed in the work. 8 An artisan knows how to act cooperatively and successfully in different interac- tion situations as well as express him- or herself clearly. The skills of an internation- ally active artisan include language skills, understanding the culture of the target country, readiness to serve and ability to adapt to different conditions. An artisan works to maintain and develop Finnish culture in an internationalizing world. An artisan who has completed the product design and manufacture study pro- gramme or specialisation is able to work in different professions in several service or production fields either at the employ of someone else, be self-employed or an entrepreneur. He/She can work in the field in manufacture, production, planning, design, repair, restoration, guidance, service and/or sales. He/She has a compre- hensive knowledge of the materials and working methods used in the vocational field and specialises in the working tasks his/her choice. He/She knows how to act in interaction situations, is customer oriented, style and quality conscious, creative and cooperative. He/She acts economically and with cost consciousness. He/She has an entrepreneurial attitude to work also when being at the employ of someone else and a readiness to develop and share his/her own competence. He/She is able to act spontaneously, openly and build confidence in cooperation with planners, experts and other specialists in the field. He/She knows productizing and marketing as well as identifies new business opportunities in a changing society. He/She takes quality management, consumer protection and design and copy rights into consideration. He/She also has the ability to develop him-/herself and take a further vocational qualification after acquiring work experience. An artisan who has completed the study programme or specialisation in envi- ronmental design and construction is able to work in different professions in several service or production fields either at the employ of someone else, be self-employed or an entrepreneur. He/She works in the field in planning, manufacture, restoration, guidance, service or sales. He/She knows both traditional and modern materials used in the field, its products and working methods and specializes in the working tasks of his/her choice. He/She knows how to act in interaction situations, is cus- tomer oriented, improving style and quality consciously a built environment. He/ She acts economically and with cost consciousness. He/She has an entrepreneurial attitude to work also when being at the employ of someone else and a readiness to develop and share his/her own competence. He/She makes and uses different clarifications and plans related to different practices in the field and knows when to cooperate with a planner or another professional. He/She uses different documenta- tion methods needed in the work. He/She knows how to productize his/her services and market them in cooperation with marketing professionals. He/She also has the ability to develop him-/herself and take a further vocational qualification after ac- quiring work experience. 9 1 oBJeCtIVes AnD stRUCtURe oF tHe VoCA tIonAL QUALIFICAtIon In CRAFts AnD DesIGn, AR tIsAn In addition vocational upper secondary education and training is to support students’ development into good and balanced persons and members of society as well as to provide the students with the knowledge and skills needed in view of ver- satile development of further studies, hobbies and his/her personality as well as to support lifelong learning (Act 630/98, section 5). 1.2 tHe stRUCtURe oF tHe VoCAtIonAL QUALIFICAtIon In CRAFts AnD DesIGn VoCAtIonAL QUALIFICAtIon In CRAFts AnD DesIGn, 120 CReDIts Vocational upper secondary education and training Competence-based qualification 4. Vocational modules, 90 credits 4. Vocational modules The modules include a minimum of 20 credits of on-the-job-learning, a minimum of 5 credits of entrepreneurship and a final project (2 credits). 4.1 Compulsory modules for all 4.1 Compulsory modules for all 4.1.1 Customer-oriented production, 10 cr 4.1.1 Customer-oriented production 4.1.2 Culture-oriented production, 10 cr 4.1.2 Culture-oriented production 4.2 Study programme in handicraft design and production 4.2 Specialisation in handicraft design and production 4.2.1 Product planning, 10 cr 4.2.1 Product planning 4.2.2 Product manufacture, 20 cr 4.2.2 Product manufacture 4.3 Study programme in environmental design and construction 4.3 Specialisation in environmental design and construction 4.3.1 Planning the work process, 10 cr 4.3.1 Planning the work process 4.3.2 Providing a service, 20 cr 4.3.2 Providing a service 4.4 Optional modules for all 4.4 Optional modules for all Altogether 40 credits must be selected from study Altogether four study modules must be selected modules 4.4.1–4.5.5 4.4.1 Customer service and sales, 10 cr 4.4.1 Customer service and sales 4.4.2 Applying culture in crafts, 10 cr 4.4.2 Applying culture in crafts 4.4.3 Guidance activities, 10 cr 4.4.3 Guidance activities 4.4.4 Service productisation, 10 cr 4.4.4 Service productisation 4.4.5 Decoration, 10 cr 4.4.5 Decoration 4.4.6 Styling, 10 cr 4.4.6 Styling 4.4.7 Handicrafts, 10 cr 4.4.7 Handicrafts 4.4.8 Manufacturing a customised product, 10 cr 4.4.8 Manufacturing a customised product 4.4.9 Product development, 10 cr 4.4.9 Product development 4.4.10 Manufacturing a handicraft product, 10 cr 4.4.10 Manufacturing a handicraft product 4.4.11 Modules from vocational upper secondary 4.4.11 Modules from vocational upper secondary qualifications, 10 cr qualifications 4.4.12 Module from further vocational 4.4.12 Module from further vocational qualifications qualifications 4.4.13 Module from specialist vocational 4.4.13 Module from specialist vocational qualifications qualifications 4.4.14 Locally offered modules in crafts and design, 5–10 cr 10